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OVERVIEWWHY MOBILE LEARNING?Of the world’s total population of 6.5 billion, 90% have little or no access to most of theproducts and services many of us take for granted.However, the mobile phone is a product that has become phenomenally widespread andhas revolutionised life in developing regions.Nowhere has the effect been more dramatic than in Africa. While access to a fixedlandline has remained static for a decade, access to a mobile phone has soared in thepast few years.There are over 500 million mobile phone subscribers in Africa today, more than half of thecontinent’s population. Many of these mobile users do not have access to a computer, theinternet or even electricity. Of the 110 million Africans that do use the internet, more thanhalf do so via their mobile phone.Moreover, the mobile phone has become a platform for a host of applications thatoffer new social and economic benefits to users. New services and systems are beingbuilt around this object to add value, and in just a few years, mobile applications havetransformed the lives of many Africans.Mobile learning or m-learning is an emerging field that attempts to do just that. Whileless established than m-health and m-banking, m-learning has a great potential forcontributing to social and economic development in Africa, and this toolkit aims to offerthe possibility of taking a step closer to this goal.ABOUT THIS TOOLKITThe mobile learning toolkit is the result of research into mobile phone use and userneeds within the African context, however it has been developed for use in all developingcontexts. It is intended as a “trainer’s toolkit” that can help deliver a wide range oftraining activities both inside and outside of the classroom.The mobile learning toolkit is an open source resource that can be used in the deliveryof all kinds of training in any context. It has been designed to be as inclusive as possible,with most of the methods requiring only low end devices (basic mobile phones with voicecalling and SMS capability). In this way the toolkit can be used to deliver interactivelearning experiences to participants right to the Base of the Pyramid (BoP). 7

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OVERVIEWWHAT IS MOBILE LEARNING?There are various definitions of mobile learning (sometimes written as m-learning ormLearning), however in the context of this toolkit mobile learning is considered to be:the ability to develop knowledge or skills through engaging with learningmaterials in any environment or locationTherefore while every method in this toolkit speaks about mobile phones, the technologyshould be viewed as a tool able to facilitate an enhanced learning experience and not thecore element.Moreover, in the context of this toolkit, mobile learning is not about replacing face-to-face (F2F) training, but about complimenting this element and extending the learningexperience beyond the classroom, for example:// giving participants access to learning content wherever they are// stimulating them to reflect upon, analyse and develop their opinion on core concepts// distributing on the field tasks that could not otherwise be achieved in the classroom// creating a more interactive and engaging experience both inside and outside of theclassroom// extending the learning experience to before and/or after a face-to-face training session// maximising the value of face-to-face training sessions with warm-up and follow-upactivitiesFinally, it is important to note that mobile learning is not about forcing people to use theirmobile phone. Even when methods have a more technical part, participants should be freeto use any technology to achieve the task at hand. For example in some interactive tasksparticipants are asked to take photos on the field and send them to the trainer in advance.This does not mean that the participant must take photos using their mobile phone andsend them via MMS. They are equally free to use other mobile devices, such as a cameraor ‘flip cam’ and to send their photos by email if this is more convenient for them. 9

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OVERVIEWWHAT IS MY.COOP?As well as presenting a series of mobile learning methods at a general level, this toolkithas been customised for use in the delivery of a specific training programme: my.coop.my.coop stands for managing your cooperative and aims to teach contemporary principlesof managing agricultural cooperatives to people in Africa, Asia and Latin America,beginning with Africa.It is a new initiative from the International Labour Organization (ILO) of the UnitedNations, which is based on a previous project called MATCOM (Material and Techniquesfor Cooperative Management Training) that was launched in the 1970s.The objective of the training programme is to expose (existing and potential) managersof agricultural cooperatives to key management issues that are specific to cooperativeenterprises in the agricultural sector.The strategy for delivering this training programme is “Training of Trainers” (ToT), inorder to spread information down through the pyramid to reach those who need it most.The target audience of the programme has a wide range, including NGO workers, trainersin cooperative colleges, and leaders of cooperative unions, with the goal that theseparticipants will be empowered not only with information but also the skills and tools todeliver the material right to the BoP.The my.coop training material covers a wide range of issues, grouped into 4 modules:// the challenges for agricultural cooperatives// cooperative service provision// supply of farm inputs// cooperative marketingTherefore for every method in this toolkit some recommendations are made for thecustomisation of the method to the delivery of these 4 modules. 11

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OVERVIEWHOW TO USE THIS TOOLKITIn this toolkit 15 methods for mobile learning are presented, all of which are designed tobe carried out in combination with one or more F2F training sessions.A general overview of each method is given, plus a step by step guide to implementing themethod, and a suggestion of how the method can be used in the delivery of the my.cooptraining developed by the ILO.The methods are divided into 4 categories: deliver content, assign tasks, gather feedbackand provide support, as detailed below.deliver content gather feedback1 // Seeds of inspiration 11 // Learning needs analysis2 // Profcasts 12 // SMS word cloud3 // Refresher messages 13 // Live SMS poll4 // Newsflashassign tasks provide support5 // Mobile world café 14 // SMS helpdesk6 // Photo storytelling 15 // Mobile pop quiz7 // Mobile system mapping8 // Mobile reporter9 // Mobile SWOT analysis10 // Mobile jigsawThese methods require some tools, for example a system for the trainer to send bulk SMSmessages and collect responses or to record audio podcasts. Therefore a selection of themost relevant tools is included after the methods, although there are many others.As each context and situation is different, it is left to the reader to decide which methodsto use and the tools they feel most suitable for achieving them.This toolkit is intended as an open source tool that can continue to be improved and addedto with the feedback and collaboration of its users. As such, any feedback, comments andideas are welcome and can be shared by email, Twitter or SMS:email: mlearningtoolkit@gmail.comtwitter: @mlearntoolkitSMS: +447946385199 13

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METHOD 1 SEEDS OF INSPIRATION keywords lifelong learning, motivational tool stages before F2F + after F2F requirements SMS overview The Seeds of Inspiration method aims to follow participants on their training journey and provide them with short messages designed to motivate, stimulate and inspire them. Training courses tend to be very information-intense with participants facing a lot of new material to cover and understand. Therefore this method aims to offer a lighter side to the training, capturing the essence of the training subject in an emotionally engaging way. For example, participants can be sent proverbs, quotes and trivia related to the training subject. These can be interesting, surprising, emotive or even funny messages that participants can enjoy and may want to share with friends or colleagues. In this way the “seeds” can make it easier for participants to understand or remember complex concepts, and to spread the message of the training to others.18

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step by steppreparationThe trainer should firstly identify “seeds”(such as proverbs, quotes or trivia) thatwould be interesting to send to theirparticipants, based on the training contentand the culture of the participants.It is a good idea for the trainer to collectthese in one place, building a database thatthey can keep adding to and using in futureiterations of the training. “Two ants do not fail to pull one grasshopper - African proverb”implementationLeading up to a F2F training session,participants can be sent “seeds ofinspiration” by SMS in order to introducethe training subject in an easily accessibleand entertaining way. For example, SMSparticipants could be sent a seed every2 days for the 2 weeks prior to the F2Fsession.Then after the F2F training has beencompleted, lifelong learning can bepromoted by periodically sendingparticipants such messages to remindthem of their training and inspire themto keep putting into practice what theylearned. 19

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Woman selling kangas in Tanzania In the African context, there is a strong tradition of proverbs and sayings that encapsulate profound principles in a few words. In East Africa women traditionally wear kangas; brightly coloured garments that bear Swahili proverbs expressing everything from love messages to warnings, offers of advice and expressions of appreciation.20

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customisation to my.coopThis method is very suitable for the Trivia can also add to the my.coop trainingparticipants of the my.coop training. material, for example:Some examples are given below, however // “The cooperative movement began intrainers should look for examples that Europe in the 19th century, although Therelate to the culture of their specific Shore Porters Society claims to be one ofparticipants. the world’s first cooperatives, establishedIn the African context, there is a strong in Scotland back in 1498!”tradition of proverbs and sayings that Quotes can also provide inspiration, forencapsulate profound principles in a few example:words. Proverbs are an important partof the culture, with a strong influence // “Coming together is a beginning.in the instillment of values and beliefs. Keeping together is progress. WorkingMetaphors and similes feature heavily in together is success.” - Henry Fordthese proverbs, which can be a powerful // “Individual commitment to a groupmedium of communicating the underlying effort - that is what makes a team work,values of cooperatives, for example: a company work, a society work, a// “Two ants do not fail to pull one civilization work.” - Vince Lombardigrasshopper”. This proverb is popular inKenya, Uganda and Tanzania. The meaningis quite simple: an ant attempting tocapture a grasshopper for food will havedifficulty, but two ants can work togetherto pull the grasshopper to the desiredlocation, the implication being that thiswill provide them with a meal. The basicmoral of this story is that unity amongpeople is very important, which reflectsthe underlying principle of forming acooperative.// “Sticks in a bundle are unbreakable” -Kenyan ProverbProverbs can also help to underline theimportance of education itself:// “Knowledge is like a garden; if it isnot cultivated, it cannot be harvested” -African proverb// “The farmer who has never left his fieldsthinks that his farming system is the best”- Hausa proverb 21

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METHOD 2 PROFCASTS keywords auditory learning stages after F2F requirements mp3 player + bluetooth (optional) overview A profcast is a short audio clip that participants can download to their mobile phone and listen to whenever and wherever they like. This is a very effective tool as it allows trainers to disseminate more detailed content via mobile phones while overcoming the character limitations of SMS. In addition, it is particularly effective for fulfilling the needs of auditory learners, and like radio, it can overcome problems of literacy. Profcasts can be used to share different kinds of information. For example, they could include mini lessons covering course content; case studies; interviews with experts; or debates held by a panel of experts. The most effective profcasts combine the above elements in an ‘edutainment’ style. For example profcasts could follow a ‘radio magazine’ or ‘soap opera’ style rather than a lecture. Profcasts can be easily distributed to participants during a F2F session and once they have the mp3 files on their mobile phone, they can easily share these with peers (for example their colleagues) using Bluetooth. In this way, the training effect can be multiplied.22

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step by steppreparationThe trainer should firstly decide on Feedforward // 1-2 minutesthe content they wish to include in the A link to the other activities the participantprofcast, how long they will make the should complete in relation to this topicprofcast, and how they wish to structure and a link to the topic of the next profcastthe contents. The following is a suggestionof how to structure a profcast in the style Fun finish // 1-2 minutesof a ‘radio magazine’ feature: Related quote, proverb, joke, story, song or other entertaining feature to closeIntroduction // 1 minute When the trainer has decided on theirWelcome, introduction to speaker(s), an content, they should record their profcastsoverview of the profcast contents and save them in the mp3 format. This canContent // 2-3 minutes be done by computer using a microphoneInformation about a specific topic from the and the open source audio recording andcourse maerial, covering key issues editing software Audacity.Case Study // 2 minutes Alternatively, the trainer can recordA specific case study that frames the profcasts directly to their mobile phone,theory in a real-life context providing that it has an audio recorder. 23

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step by step implementation during F2F The easiest way for the trainer to distribute The participants should be given profcasts to participants during the F2F instructions on how to use the profcasts, session is to transfer the mp3 files from for example if they should listen to them their own mobile phone via Bluetooth. The in a certain order or at a particular point trainer can pass the files to a couple of in time (e.g. in line with e-learning or self- participants and then ask them to begin study activities). transferring the files to the others in order Participants’ stories can also be captured to save time. during the F2F session. The trainer can Alternatively the trainer can distribute conduct a Storytelling activity and record profcasts to participants from their the stories to be used as case studies computer by connecting their mobile in profcasts for future iterations of the phones by cable or by using the removable training. memory card.24

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customisation to my.coopThis is a general method that can be usedto convey any part of the my.coop training.The trainer can select the topics that aremost relevant for the target audience andcreate one or more profcasts to guidethem through each topic.In particular, the use of profcasts providestrainers with an excellent opportunity tocustomise the my.coop material to theparticular context of their training activity.The my.coop training package includescase studies covering a range of differenttypes of agriculture and from variousregions around the world.However, if a trainer is teaching a groupof participants all representing dairycooperatives in Kenya, it would be morerelevant to give examples more closelyrelated to this context throughout thetraining. The Profcast method allows themto create an additional point of referenceto tailor the standard modules in adistance-learning context.In addition, it is worth noting that thismethod is very suitable for the Africancontext, as African cultures are among themost oral in the world. Storytelling underthe tree is still commonplace and speakingis still preferred to writing. 25

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METHOD 3 REFRESHER MESSAGES keywords lifelong learning, motivational tool stages after F2F requirements SMS overview When participants complete a F2F training, it is important that afterwards they do not forget what they learned and that they go on to put the principles into practice. However when a lot of material has been covered in a short period of time, it can be difficult for participants to remember everything. In order to offer an additional service to participants, the trainer can send follow-up SMS “refresher” messages to remind them of key elements of the training and to motivate them to put these into practice. This method adds value to the participants’ overall training experience at little or no cost and low time input from the trainer.26

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step by steppreparationThe trainer should firstly identify contentthat would be useful and suitable as arefresher message, and condense thecontent into the key points. “Do you remember...?”implementationafter F2FFollowing a F2F training session, thetrainer can promote lifelong learning byperiodically sending participants SMS SMSmessages reminding them of key conceptsfrom the training material.For example, participants can be sent anSMS asking them “Do you remember...?”with reference to an element fromthe training, and shortly afterwardsthe answer can be sent, thus givingparticipants some time to think about theconcept before providing the refreshermessage. 27

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Farmer in Ghana The trainer can send follow-up SMS “refresher” messages to remind them of key elements of the training and to motivate them to put these into practice.28

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METHOD 4 NEWSFLASH keywords lifelong learning stages after F2F requirements SMS overview It is important to recognise that learning cannot be isolated from the context in which it takes place. This context includes a wealth of political, economical, environmental, social and cultural factors that are all vitally important to a comprehensive learning experience. Moreover, learning is not static: changes are going on around the world all of the time that must be taken into account. Training packages take a long time to develop and the material has a tendency to remain static, however in a connected society there are new opportunities to provide more dynamic training content. Harnessing the technology of mobile phones gives trainers the possibility to provide updates of new developments in real time. This can provide added value to participants in any context, however it can prove to be vital for those at the Base of the Pyramid (BoP) who struggle to access information that affects them. Newsflash SMS messages can be sent to inform participants of news stories related to their sector and asking them for their opinion, to spread relevant information and promote discussions.30

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step by stepimplementationafter F2F “Newsflash:Following a F2F training session, lifelong ‘Crop prices to doublelearning can be promoted by periodically by 2030’, warns Oxfam.sending participants SMS messages What do you think?”highlighting current affairs issues thathave an impact on their sector.This exchange of the latest information canalso be two-way, for example participantscan be asked to report back to the traineron changing contextual factors in the field, SMSwhich can then be shared with the wholenetwork of contacts if the trainer thinks ithas a value for everyone.Additionally participants can be invited tocomment on the newsflash items, sharingtheir opinions and debating issues with theothers. This can be achieved by interactionwith Twitter for example, where peoplecan contribute (and receive notifications ofcontributions) either online or by SMS. 31

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Member of Kuapa Kokoo cocoa cooperative in Ghana with fair trade chocolate product Newsflash messages bring real-world current events into participants’ learning experience, for example highlighting new opportunities such as fair trade32

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customisation to my.coopThis method is particularly relevant forthe participants of the my.coop training.In Module 1 there is a topic on the “Newsflash:‘Changing context of agricultural markets’, ‘Horn of Africa suffersdiscussing issues such as climate change, severe drought’and so it is clear that contextual factors Are you affected?”play an important role in this sector.The Newsflash method can be used toinform participants of the my.coop trainingof the following:// News stories related to the agricultural SMScooperative sector// Changes in legislation that affectagricultural cooperatives// Upcoming events// Funding and technical supportopportunities for agricultural cooperatives// Updates on new opportunities foragricultural cooperatives such as fair tradeand organic initiatives 33

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METHOD 5 MOBILE WORLD CAFE keywords interactive learning, social interaction, ice breaker, evaluation tool stages before F2F + during F2F requirements SMS overview In the World Café method, open and creative dialogue is encouraged by replicating the café environment, for informal learning around the table. Each table has its own discussion theme and different rounds allow participants to rotate tables, creating a web of collective knowledge. In this mobile adaptation of the method, participants asked to submit a “hot topic” that they would like to debate in advance, and the trainer selects the best suggestions to use as the discussion topics. By shifting the generation of these topics from the trainer to the participants, they will have more ownership and be more engaged in the activity. As it is likely that the participants outnumber the topics to be discussed, there is still the element of selection, allowing the trainer to choose the topics that most closely relate to the training material. Conducting this method on the first day of the F2F training session allows participants to get to know each other in a relaxed yet productive way. Inviting the participant who suggested each selected topic to be the “host” of that table also provides them with the opportunity to focus on their particular interests or goals for the training session and to connect with other participants who share their interests. Moreover, by asking participants about the topics that they are most keen to explore, the trainer can begin to understand the participants’ needs and expectations in advance of the F2F session.36

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step by step “What hot topic would you like to debate?”implementationbefore F2FPrior to the F2F training session,participants are sent an SMS asking themto think of a “hot topic” that they would like SMSto debate during the F2F session, and tosend this to the trainer by SMS or email.Participants should be encouraged tophrase their topic as a question to betterfacilitate discussion. They can also beencouraged to suggest more than one topicif the trainer wishes to have more optionsto select from.during F2FIn advance of World Café activity the Each round of conversation should lasttrainer should set up the tables, covering approximately 15 to 30 minutes. As thethem with flip-charts or brown paper. A ‘ambassadors of meaning’, all but one ofspecific discussion point should be chosen the participants (the host) moves to thefor each table and clearly displayed, next table. The host remains to provideincluding the name of the participant who an overview for the next group and steersuggested the topic. them towards complementary thought processes in order to avoid repetition.Participants should be divided betweenthe different tables, with the participant It is not necessary for all people to spendwho suggested each topic becoming the time at each table because after a few“host” for that particular table. The ideal rounds (typically 2 or 3, depending on thenumber of participants per table is 4 to 6, time allocated) the session closes with aas any more will stifle the opportunities debriefing.to contribute, and any less will reduce the The host of each table should be askedamount of experience that is shared. to present a synthesis and key reflectionThe trainer should instruct the participants points to the entire group and time shouldto focus on key points that relate to be allowed for the other participants tothe questions and to contribute their add interesting points or further lessonsown thoughts and ideas regularly. They learned.should also listen actively for interesting A minimum of 60 minutes and no moreconnections, patterns or additional than 2 hours should be dedicated to thequestions. Participants should be World Café activity, to ensure that theconstantly encouraged to take notes, questions are thoroughly examined whiledoodle or create diagrams directly on the avoiding boredom and repetition.table, and the host in particular should beinstructed to keep track of key ideas. total F2F timing = 1-2 hours 37

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World café event in Africa Shifting the generation of discussion topics from the trainer to the participants can give them more ownership of a world café event while helping the trainer to understand their needs and expectations in advance of a face-to-face session.38

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customisation to my.coopIt is recommended that the specificdiscussion points for the Mobile WorldCafé method are participant-generated,however it is important to ensure thatthe topics are linked with the trainingmaterial. Therefore it is recommendedto encourage participants to focus on thefollowing aspect of the my.coop training:Module 1 //Basics of agricultural cooperativesReasonBy focussing on the first module, theactivity can be carried out on the firstday of the F2F training session, allowingparticipants can get to know each other ina relaxed yet productive way.ObjectiveTo address the fundamental principles ofagricultural cooperativesBriefWhen asking participants to submit their“hot topic” suggestions, the trainer canalso send them some sample questions toinspire the participants and to help themformulate their discussion topics, forexample:// What are the reasons for setting up anagricultural cooperative?// What are the essential conditions forsuccess?// How can a cooperative increase theinvolvement of young people and women inthe running of the cooperative?// What is the role of the government incooperative development? 39

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METHOD 6 PHOTO STORYTELLING keywords interactive learning, social interaction, time saver, visual learning stages before F2F + during F2F + after F2F requirements SMS + camera overview The Storytelling method is an interactive learning strategy that encourages people to analyse their personal situation and reflect on their individual training goals and outcomes, as well as learning from the stories shared by their peers. Storytelling is a communication tool that can carry information in an interesting and engaging way. The language used is authentic (experience, not fact oriented) and it is in the narrative form that can capture and hold most people’s attention, increasing the likelihood of learning. In this mobile adaptation of the storytelling method, individual participants are asked to prepare a story in advance that they will later share with the other participants during the F2F session. By asking participants to prepare their story in advance, rather then spontaneously during the F2F session, they will have more time to reflect on the story they wish to tell and to gather relevant information on the field. In particular for this method participants should be asked to take photos that illustrate the story, in order to better understand their individual context and needs and create a richer storytelling experience. This tool can also be used to capture participants’ stories and share them with others beyond the training session, e.g. by integrating the stories as case studies in future iterations of the training material or via an online community such as flickr.40

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step by stepimplementationbefore F2FPrior to the F2F training session,participants are sent an SMS askingthem to think of a story related to theirexperience of the training subject and totake a series of photos that tell the storyin sequence. They should also be asked togive their story a title and to make sure toinclude the following elements:// Location (where the action occurred)// Characters (showing their role)// Objects (key artifacts that play a part)// Challenge (problem, need or task thattriggered the action)// Action (sequence of events)// Resolution (outcomes and lessonslearned)Over the next few days the participantsshould be sent further messages withhints and tips on creating a powerful story,such as:// Include elements that evoke emotionand attract attention// Present the story from the perspectiveof a single protagonist to allow others toempathise more easily// Focus on the narrative aspects, to avoiddoing the analytical work for the audience// Avoid discussing morals or subjectiveperspectivesParticipants should be asked to send theirphotos to the trainer in advance of the F2Ftraining by MMS or email, and the trainershould print these in a standard format,e.g. A4. If participants are unable to sendtheir photos in advance they can be askedto simply bring their mobile phone/camerawith the photos to the F2F session. 41

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step by step implementation during F2F On the first day of the F2F session, trainers can transfer any remaining photos to a laptop, for example during the breaks to avoid losing time. 45-60 mins F2F During the storytelling session participants can tell their stories to each other in small groups (6-8 people), using the printed photos or alternatively a laptop slideshow as a presentation aid. Each participant has 5 minutes maximum to tell his or her story, with the others being allowed to ask questions. 30 mins F2F After all the stories have been shared the trainer sets up a collective debriefing to explore key issues, themes and important messages that emerged from the stories. The photo storyboards should then be placed around the room making them visible for the rest of the training. total F2F timing = 1 hour 30 mins after F2F The photos could be shared among participants using an online database such as flickr.42

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customisation to my.coopThe Photo Storytelling method is During the collective debriefing phase therecommended for use in the following following questions could be explored:aspect of the my.coop training: // Which dualities did we discover in the different stories? (Discussion on theModule 1 // tension between social or commercialWhat is YOUR cooperative about? enterprises)Reason // Which different functions of cooperatives were present in the stories? WhichParticipants may find it easier to explain services were they providing?their cooperative using photos, forexample of their products and services.For the others it will also be easier tounderstand, more engaging and moreenjoyable than simply listening to a story.Objectives// To reflect on the mission and vision oftheir cooperative// To identify the dual character in theircooperative// To explore values and principles withintheir cooperativeBriefThe trainer can share some guidinginspiring questions to help participantsformulate their story:// Why did you set up the cooperative?// What is the ambition/vision of thecooperative?// What is the unique market opportunity ofyour cooperative?// What are the social orientations of yourcooperative?// How did your cooperative evolve? Howdid your cooperative adapt to changes? 43

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METHOD 7 MOBILE SYSTEM MAPPING keywords interactive learning, social interaction, time saver, visual learning stages before F2F + during F2F requirements SMS + camera overview The System Mapping method helps participants to understand, visualise, discuss, and improve situations in which many different actors influence outcomes. System Mapping helps participants to ‘zoom out’ from a particular problem or situation and to understand the wider context in which it exists. This can often unearth new opportunities that they failed to see previously. Analysing their system map together with the trainer and other participants, each participant can create an action plan of how they can strengthen relationships with the other actors in the system and pursue any opportunities identified. This activity can be difficult when isolated from the context, and so in the mobile version of the method participants are assigned a warm-up task in advance of the F2F session. By asking participants to identify and photograph the actors that they and their organisation interact with in the field, participants are stimulated to consider the system in advance of the System Mapping activity and will gain more value from the F2F stage. Later these photos will be used to produce flashcards and used in a F2F card sorting activity to create the system map. In this way it is easier for participants to engage with the activity as they start from the real actors they are familiar with and then make the connections between them.44

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step by stepimplementationbefore F2F during F2FPrior to the F2F training session, 45-60 mins F2Fparticipants are sent an SMS asking The trainer should begin by explainingthem to think about the system of what a system map is and how it can addactors that exists around themselves or value in analysing their situation. Sometheir organisation, and to take photos example system maps should be shownrepresenting these actors. and the methodology of forming the maps explained. In particular the differentParticipants should be asked to give kinds of links between actors should beeach photo a title (for example ‘My explained:organisation’) and to send these photoswith their titles to the trainer in advance // material or product flowof the F2F training by MMS or email. The // financial flowtrainer should print these in a standardformat, for example 4 photos per A4 page // services and information flow(approx. 70mm x 50mm) and cut these Participants should be divided intoout to form small cards. On the back of groups of 4-6 people and asked to workeach card, the title of the photo should be individually, while supporting each otherwritten or printed. when experiencing difficulty.Note: If participants are unable to send Each participant should be given theirtheir photos in advance they can be asked actor flashcards and given instructions toto simply bring their mobile phone/camera arrange these on a large piece of paperwith the photos to the F2F session. The and draw the connections in between totrainer can collect the photos to a laptop form their system map.on the first day and then print the cards fora later day of the session. There should also be blank cards available for actors in the system that participants do not have photos of (in this case participants can simply write the actor’s name on the card). The benefit of using flashcards in the map Supplier formation rather than drawing the map directly onto paper is that the cards can be moved around several times until the correct configuration is reached. Thus participants are more free to experiment without the constraint of having to start allTransporter Customer over again if they make a mistake. When participants are happy with theirMaterial flow arrangement they can attach the cardsFinancial flow to a large piece of paper and draw theServices/info flow connections in between. 45

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System map created during a my.coop training session step by step implementation 30-45 mins F2F after F2F In the same groups participants should Photos of the maps could be shared among present their final system maps to each participants using an online database such other (5 minutes each) and identify as flickr, and the system maps could be strategic opportunities within the system. re-made as a graphic (still using the real 15-30 mins F2F photos) for use in future iterations of the The trainer sets up a collective debriefing training material, enriching the theory with to explore key issues, themes and real-life examples and images. strategies that emerged from the activity. The system maps should then be placed around the room making them visible for the rest of the training. total F2F timing = 1 hour 30 mins - 2 hours46

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customisation to my.coopThe Mobile System Mapping method is Briefrecommended for use in the following When introducing the activity, the traineraspect of the my.coop training: should explain that an agricultural cooperative does not function in isolationModule 1 // but is embedded in a value chain. A valueValue chain orientation chain refers to the entire system of production, processing and marketing ofReason a particular product, from inception to theParticipants may find it easier to analsye finished product. A value chain consists ofthe various actors in their cooperative’s a series of chain actors, linked togethervalue chain by using photos that represent by flows of products, finance, informationthe real actors. For the others it will also and services. An agricultural cooperativebe easier to understand, more engaging and its members are both actors and/orand more enjoyable than simply looking at supporters in a value chain.a word-based map. The trainer should note that the flow ofObjectives product, money, services and information between these actors varies with each// To map the relations agricultural situation and thus should encouragecooperatives have with other actors of the participants to identify the flows in theircooperative environment own value chain.// To understand to concept of value chains When completing the mapping activity participants should also be encouraged to look for opportunities to strengthen their position within the value chain, with the trainer providing support and advice. Example system map for an agricultural cooperative 47

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METHOD 8 MOBILE REPORTER keywords interactive learning, social interaction, kinesthetic learning stages before F2F + during F2F requirements SMS + camera (optional) + video/audio recorder (optional) overview In this method the participant becomes an on- the-field reporter, investigating a given issue in their working environment and documenting their findings. A people-centred approach can help participants to “step back” from a given situation and view it from another perspective. This mobile task takes advantage of the participants’ location on the field rather than in the classroom. During a F2F session, the trainer and the other participants can then help them to analyse their findings.48

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step by stepimplementationbefore F2FPrior to the F2F training session, Participants should be asked to send theirparticipants are sent an SMS with photos, videos and audio recordings toinstructions on how to complete this the trainer in advance of the F2F trainingon-the-field reporting task. They should by MMS or email if possible. The trainerbe given complete instructions on how to should print the photos in a standardconduct the research; what information format, for example each photo printed onto gather; who to speak to; and how an A4 piece of paper. If participants areto document their findings. Ideally, unable to send their material in advanceparticipants should document their they can be asked to simply bring theirresearch with photos and audio or video mobile phone/camera to the F2F session.recordings of interviews made (mostfeature phones have an audio recordingfeature). Alternatively, participants cansimply record their findings with writtennotes and sketches. 49

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step by step implementation during F2F On the first day of the F2F session, trainers can transfer any remaining photos, videos and audio recordings to a laptop, for example during the breaks to avoid losing time. 45-60 mins F2F During the Reporter session participants can share the results of their investigations to each other in small groups (6-8 people), using the printed photos or alternatively a laptop slideshow as a presentation aid. Each participant has 5 minutes maximum to report his or her story, with the others being allowed to ask questions. Participants should be encouraged not only to report on their findings, but to analyse the effectiveness of the methods that they used in their investigation. 30 mins F2F After all the reports have been made, the trainer sets up a collective debriefing. In particular the advantages and disadvantages of first-hand people- centred research should be discussed and the potential for participants to use such techniques in the future for their work. The photos should then be placed around the room making them visible for the rest of the training. total F2F timing = 1 hour 30 mins50

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customisation to my.coopThe Mobile Reporter method is These tasks can be divided equally amongrecommended for use in the following the participants, for example one third ofaspect of the my.coop training: the participants using the survey method and so on, so that they can share theirModule 2 // experiences during the F2F session.Needs assessment The trainer should also provide suggestions for the types of questions theReason participants can ask their members, forThe topic of understanding the needs example:of the cooperative members and the // What are you happy about with thedifferent tools that can be used for cooperative and why?conducting a needs assessment couldseem quite abstract when carried out in // What problems do you experience?the classroom, and so participants can // How could the cooperative help you tobe asked to carry out a hands-on activity overcome these problems?beforehand to help contextualise thetheory. // What are your aspirations for the future?Objectives The participants should be asked to bring// To learn about different tools for needs a copy of the questions asked and theassessment of cooperative members answers received to the F2F session, and to share any photos, videos or audio// To distinguish advantages and recordings with the trainer in advance ordisadvantages of these needs assessment at the beginning of the F2F session.tools During the F2F session, participants// To be able to decide which needs should be divided into groups to reportassessment tools to use in a cooperative back on their methodology and findings.Brief A group debriefing session should then be held with the trainer going into moreThe trainer should send SMS instructions detail on the tools available for needsto the participants asking them to conduct assessment (formal survey, informala needs assessment activity, for example: survey, focus group discussion, participant// Create a short written survey of 5 observation and interviews), specifically:questions and ask 5 members of your // A description of the toolcooperative to complete it // The advantages and disadvantages of// Conduct a focus group session of 30 the toolmins with 5 members of your cooperative // Assessing which tool is most appropriate// Carry out an 30 min interview with 1 for assessing needsmember of your cooperative 51

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METHOD 9 MOBILE SWOT ANALYSIS keywords interactive learning, social interaction, time saver, visual learning stages before F2F + during F2F requirements SMS + camera (optional) overview In a SWOT analysis participants are asked to consider the strengths, weaknesses, opportunities and threats of a specific subject. This method is typically used in F2F training, with the trainer facilitating the session and filling out a SWOT diagram while participants brainstorm on the 4 elements. In the mobile version of the method, participants are given a warm-up activity of identifying strengths, weaknesses, opportunities and threats that they feel are most important for a given subject and to send these to the trainer in advance of the F2F session. In this way participants have more time to identify these elements and to assess their relative importance. The trainer then uses these responses to compile a SWOT diagram in advance of the F2F session. In F2F training some participants dominate the conversation leaving others unable to contribute, so the mobile approach makes the process more democratic. In addition, in a F2F brainstorm suggestions are only made once, thus they do not reflect the opinion of the group. Collecting individual responses gives the additional opportunity of adding a “weight” to each factor to create a priority ranking in the diagram, with the most commonly raised issues at the top, provoking new insights, trends and issues for debate. However it is important to note that the goal of this mobile method is not to replace the group brainstorm and discussion, but to facilitate and add value to it.52

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step by stepimplementationbefore F2FPrior to the F2F training session, eachparticipant is sent an SMS asking them tothink about the strengths, weaknesses,opportunities and threats in relation tothe training course topic (or a particularelement of the training material).Participants can be invited to contributethe factor they feel is most important foreach of these 4 categories by SMS or emailand should be advised that the collated “What do you considerresults will be shared during the F2F to be the biggestsession. Depending on the subject of the strength, weakness,SWOT analysis, the participants could also opportunity & threat?”be invited to take photos that represent thestrengths, weaknesses, opportunities andthreats they have identified.Shortly before the F2F session the trainershould create a SWOT diagram includingall of the participants’ contributions SMS(suggestions and photos if received). Thiscan be done by hand (on a large sheet ofpaper) or by computer (for example usingPowerPoint) and printed as a poster orindividual handouts.The most popular suggestions should behighlighted or have a higher ranking in thediagram and some blank space should beleft for additional contributions that mayarise during the F2F session. 53

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step by step implementation during F2F 45-60 mins F2F During the F2F session, participants are shown the SWOT diagram and each category (strengths, weaknesses, opportunities and threats) is addressed in turn (10-15 mins for each), with group discussion on the SWOT analysis contents and additional contributions being made. The trainer should ensure that all of the key elements are included and address any questions that arise. total F2F timing = 45-60 mins S W O T54

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customisation to my.coopThe Mobile SWOT Analysis method is // Opportunities (positive externalrecommended for use in the following factors) such as favourable governmentaspect of the my.coop training: policies and institutions, existence of cooperative college, existence ofModule 2 // secondary cooperatives, fair trade, good infrastructure, solidarity and collaborationHow to improve the capacity of the with other social economy organisationscooperative to offer services // Threats (negative external factors) suchReason as unfavorable national policies, naturalParticipants may find it easier to identify disasters, tribal conflicts, out-migration,the strengths, weaknesses, opportunities political instability and poor infrastructureand threats related to their cooperative These findings should then de discussedwhen they are actually there rather than in in an open group session during thethe classroom. They can also be invited to F2F training, with the possibility of antake photos of their cooperative’s services individual action plan building activityand facilities, which can help the trainer afterwards.to understand their context and to identifyfurther opportunities together.ObjectiveTo learn how to assess the internalcapacity of cooperatives to offer servicesBriefThe participants should be asked toidentify the following, sending their resultsby SMS or email (or simply writing alist and bringing it with them to the F2Fsession):// Strengths of the cooperative (related topositive internal factors) such as economicmember participation, well-skilled andcommitted board members, warehouses,skilled staff, equipment// Weaknesses of the cooperative (relatedto negative internal factors) such asinadequate finance, inadequate skilledstaff, poor commitment of members, weakboard of directors and inefficient internalauditing 55

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METHOD 10 MOBILE JIGSAW keywords interactive learning, social interaction, time saver, ice breaker stages before F2F + during F2F requirements SMS overview In the Jigsaw method, individual participants are each assigned a particular topic from the course content, or ‘jigsaw piece’, and the tools to develop in-depth knowledge of that specific component. The pieces are then put together using visual materials and facilitation techniques. It is a cooperative learning strategy that encourages people to develop their own understanding and then share knowledge with the group as a whole. Shifting the initial individual research phase from the F2F training session to a distance activity conducted beforehand can bring a number of benefits. It allows participants more time to research and reflect on their assigned topic, as well as maximising the time efficiency of the F2F session. Moreover, participants can be asked to gather more tangible elements on the field to support their research, for example they could be asked to provide photographic evidence or bring physical props to enrich their presentation to the others.56

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step by steppreparationThe trainer should firstly prepare a list ofall the possible “pieces” of the session’s “Your jigsaw piece is:subject, then select the number of pieces A. Time to research!”to include in the Mobile Jigsaw activity.This should be based on the number ofparticipants, so that each piece will beresearched by at least 4-5 participants. Forexample, in a session of 20 participants,4 jigsaw pieces (research topics) could bedistributed, so that 5 participants research SMSeach topic. In this way, if some participantsare not able to complete the task inadvance of the F2F session, there shouldstill be enough information gathered fromthe others to complete the jigsaw.Reflection questions should be createdto guide the participants through all theimportant learning aspects of the “piece”,including background information, context,actors and consequences.implementationbefore F2F during F2FPrior to the F2F training session, each 30 mins F2Fparticipant is sent a “jigsaw piece” by SMS, On the first day of the F2F session,with instructions to investigate the given participants are divided into groupstopic. Some potential information sources according to their assigned jigsaw piece.or research techniques may be suggested For example, all of the participants whoto guide them, as well as reflection researched “Topic A” will come together,questions to consider. as will the participants who worked on “Topic B”, and so on.They should also be asked to prepare ashort presentation of their results that In these “expert groups” the participantsthey will be able to present to the other will present and discuss their findings inparticipants during the F2F session. order to reach a common and accurateThis presentation can be informal and understanding of the topic at hand (thislow-tech, for example a poster drawn by will help overcome any bias in theirhand, ideally including some photos or prepared presentations). The groupsillustrations that visualise the data, or should identify someone to take notes, andwith physical elements brought along to someone to keep the time.compliment their findings. 57

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step by step implementation This will ensure that the activity is Within the jigsaw groups each expert recorded and that all questions are should present his or her topic to the rest covered within the time limit. Based on this of the group, until all topics have been activity, each participant will adjust his or covered. In this way all of the participants her presentation material accordingly to gain an insight into all of the topics reflect their wider understanding of the researched, and at the same time get to topic. know the other course participants. 30 mins F2F 15-30 mins F2F New groups should then be formed, Finally the trainer should conduct a consisting of one participant from each debriefing with the entire group, detailing expert group. Thus “jigsaw groups” are the key points related to the various jigsaw created, comprising one expert in Topic A, pieces to ensure everything has been one expert in Topic B, and so on. covered, and addressing any questions. total F2F timing = 1 hour 30 mins A B C D A B C D58

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customisation to my.coopThe Mobile Jigsaw method is // Potential providers: ‘Who are therecommended for use in the following different potential providers of farmaspect of the my.coop training: inputs? What are the advantages and disadvantages of each provider?’Module 3 // // Provider selection: ‘What criteria do youProcurement of farm inputs think must be considered when selecting a provider of farm inputs? How would youReason rank these in importance?’Not all training content is suitable for // In-house input supply: ‘When should athe Jigsaw method, for example abstract cooperative take up the function of inputtheory would be hard for a cooperative supply? What challenges and benefitsmanager to research on the field. come with this decision?’Procurement of farm inputs is a topicthat all cooperative managers should befamiliar with, and can easily researchon the field, for example making a list ofall the potential providers of their owncooperative’s farm inputs and analysingwhy they chose a particular option over theothers. It is also a topic where participantscan gain a lot of value from exchangingtheir experiences in evaluation anddecision-making, for example betweencooperatives that rely heavily on externalsuppliers and cooperatives that produce alot of their farm inputs in-house.ObjectiveTo explore the challenges related to thesupply of farm inputsBriefThe following 4 ‘jigsaw pieces’ shouldbe sent to the participants (dividing thetopics equally among the participants)approximately 2 weeks before the F2Ftraining session, in order to give them timeto research their topic and prepare aninformal presentation on their findings:// Procurement levels: ‘In terms of farminputs, what are the main considerationsfor deciding how much to procure?What issues arise with over- and under-stocking?’ 59

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METHOD 11 LEARNING NEEDS ANALYSIS keywords interactive learning, time saver evaluation tool stages before F2F requirements SMS overview A Learning Needs Analysis is often conducted on the first day of a F2F session, however at that stage it is often too late to change the content and delivery modes of the session. By conducting a Learning Needs Analysis in advance of a F2F session, the trainer will be able to better support the participants by designing a training course that meets their specific needs. To assess participants’ needs trainers can conduct a short survey by SMS to establish what participants already know and their expectations of the course. A Learning Needs Analysis will help to: // Identify what skills and knowledge the learners already have // Highlight skills/knowledge/competencies that need developing // Identify clearly what students wish to achieve // Outline and define expectations and goals This method also helps to increase the participants’ sense of ownership and involvement in the training course.62

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step by stepimplementationbefore F2FThe trainer should send the participants anSMS asking them one or more questionsregarding their training needs, for “What do you hopeexample: to gain from the training?”// Send a list of the training topics/sub-topics and ask ‘Of these topics, what areyour top 3 priorities?’// ‘What are your expectations of thetraining?’ SMS// ‘What do you hope to gain from thetraining?’// ‘As a participant, how can you contributeto this course to make it an enrichingexperience for all?’Participants should be sent a follow-upSMS thanking them for their contributionsand advising them that their feedback willbe incorporated into the development ofthe training session.customisation to my.coopThis is a general method that can usedbefore a F2F session of the my.cooptraining to assess the topics of agriculturalcooperative management that participantsare most keen to cover, and to understandtheir expectations and goals for thetraining. 63

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METHOD 12 SMS WORD CLOUD keywords interactive learning, evaluation tool, visual learning stages during F2F requirements SMS overview At the end of any F2F training (for example a one- week session), it is important for the trainer to conduct an evaluation activity in order to assess the effectiveness of the training and to gain participant feedback. To maximise the effectiveness of the week, it is also recommended that a shorter evaluation session or debriefing is held at the end of each training day. This allows the trainer to consider participant feedback at an earlier stage when it is still possible to make adjustments to the rest of the training delivery. However, immediately after a full day of training, participants may be tired and find it difficult to “step back” from the day’s activities in order to reflect. Therefore this method has been created to give participants more time to reflect on the day’s events. By asking participants to send the trainer feedback by SMS, the evaluation activity can continue into the evening with participants free to make their contributions when they feel more relaxed. By creating a word cloud of keywords from the received contributions, the trainer can begin the next day’s session with a visual tool that can serve as inspiration for the rest of the training.64

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step by stepimplementationduring F2F15-30 mins F2FAt the end of the training day, a short // The day’s mood or atmosphereevaluation session should be conducted by // The most important thing they learnedthe trainer, inviting participants to share in that daytheir positive and negative feedback andaddressing any questions or concerns they // An aspect related to the trainingmay have. material, in order to test their understandingBefore concluding the session, thetrainer should assign the participants anevaluation task for the evening - to send anSMS with one keyword or phrase that theyfeel summarises one of the following: “inspiring” “modern” “fun!” SMS SMS SMS 65

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step by step implementation 15-30 mins F2F The next morning before the participants Alternatively the word cloud can be simply arrive, the trainer should compile all of the drawn by hand on a large piece of paper keywords and phrases contributed into a using different coloured pens and placed visual word cloud. on the wall. If a computer and an internet connection 15 mins F2F are available then the most effective way When the participants arrive, a short to do this is using an automatic online tool discussion of the results can be held as a such as Tagxedo (www.tagxedo.com) or start to the day of training. The word cloud Wordle (www.wordle.net). should be left on display in the classroom for the rest of the training for inspiration. This can be printed and put on the wall before the participants arrive, or shown by total F2F timing = 1 hour - 1 hour 15 mins laptop or projector.66

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customisation to my.coopThe SMS Word Cloud method canbe used in a general way during themy.coop training, for example to captureparticipants’ feedback on the trainingsession’s mood/atmosphere or the mostimportant things they feel they havelearned. It could also be used to testtheir understanding or knowledge of aparticular subject. 67

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METHOD 13 LIVE SMS POLL keywords interactive learning, social interaction, evaluation tool, visual learning stages during F2F requirements SMS + computer (trainer) + internet (trainer) overview This method allows the trainer to conduct a live poll in the classroom, gathering contributions from the participants via their mobile phones and sharing the results with the group in real-time. It is a powerful method for creating a live interactive experience with participants, actively engaging them during a presentation. Different types of activities can be facilitated by a live poll. For example it can be used as part of an evaluation activity, for conducting a quiz, or as a warm-up activity for a discussion. In this way the method can achieve different goals, such as gathering feedback from the participants, testing their level of understanding, sharing opinions and stimulating debate. Poll Everywhere (www.polleverywhere.com) is an online tool that can be used for this method. This system gives the possibility of conducting multiple choice or “free response” polls and is free for use with up to 30 participants. More information about this can be found in the Tools section of this toolkit. The responses to multiple choice questions will be displayed graphically (as bar graphs) while the responses to open questions will be displayed as words or phrases appearing on the screen.68

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step by steppreparationThe trainer should firstly decide how the Monitoring questionslive poll will be used - for example, is These are questions designed to providethe goal to evaluate the training session, instructors with information about howstart a discussion or to test participants’ their participants are approaching theknowledge of a particular topic? learning process in their courses, e.g. did they read the information and documentsSecondly, the question(s) should be prior to attending the course?formulated. Remember that asking theright questions is more important than the Repeated questionstechnology. Poorly structured questions or These are questions before and after toones that don’t focus on key concepts and track if the participant made learningreveal misunderstandings can undermine progress or changed perspective.the value of a live poll. Some example Experiment questionsquestion types are given below: Live polls can also be used to collectApplication questions data from participants for classroomThese questions require participants to experiments.apply their knowledge and understanding When the questions are ready, the trainerto particular situations and contexts. should then create the poll on the PollApplication questions often ask Everywhere website and practise using theparticipants to make a decision or choice tool in advance of the F2F session.in a given scenario, connect course contentto real-world situations, implementprocedures or techniques, or predict theoutcome of experiments or even theirpeers’ response to a subsequent question.Critical thinking questionsRequiring participants to analyserelationships among multiple conceptsor make evaluations based on particularcriteria. Often these questions are one-best-answer questions. These questionscan be very effective in preparing studentsto engage in class discussions about theirreasons. 69

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step by step implementation during F2F The trainer should begin the live poll by The trainer should then initiate the poll explaining to participants that they are from the Poll Everywhere website and about to be asked some questions and that invite participants to send their responses responses can be given by SMS. by SMS. The results will appear live and should be shown to participants on the Participants should be asked to take out trainer’s computer screen or by overhead their mobile phones and they should projector if available. be given information on the costs of sending the SMS responses (the cost A short debriefing of the results should be of an international SMS for prepaid held or a link should be made to the next subscribers). activity, for example a longer discussion. WHICH IS THE CORRECT DEFINITION? A B C D70

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customisation to my.coopThe Live SMS Poll method can be used in a Multiple choice questionsgeneral way during the my.coop training, // ‘Which is the correct definition of ‘fairfor example to capture participants’ trade’?’feedback on the training session’s mood/atmosphere or the most important things // ‘Which of the following is NOT one of thethey feel they have learned. It could also fair trade certification criteria?’be used to test their understanding or // ‘How many years of pesticide-freeknowledge of a particular subject, and in farming does it take for a farm to qualify asthis case the method is recommended for organic?’use in the following aspect of the my.cooptraining: // ‘Does your coop have Rainforest Alliance, organic or fair tradeModule 4 // certification?’ - with answers such as ‘Yes, my coop has one or more of theseSpecialised markets certifications’, ‘No, but my coop is thinking of applying for one or more ofReason these certifications’, ‘No, my coop hasThis part of the my.coop training is one of not considered applying for any of thesethe most contemporary, reflecting recent certifications’changes in the agricultural cooperativesector. Therefore it is an important topic // ‘What kind of certification do you thinkto include in the training and one that would best match your coop?’participants may be less familiar with. Free response questionsIt may be hard for trainers to anticipatethe level of knowledge that participants // ‘What is ‘fair trade’?’will have in this area and so to begin a // ‘What is ‘organic’ agriculture?’session on this topic, it would be ideal toconduct a live SMS poll to gauge the level To assess the knowledge andof understanding in the room and to start understanding that participants overthe discussion. the course of the training, the ‘repeated question’ technique could be used, i.e.Objectives asking participants one or more of the// To understand market segmentation and above questions at the beginning of thespecialised markets week and then asking them the same question(s) at the end of the week to see// To learn about Rainforest Alliance, if their understanding has improved or iforganic and fair trade certification their perspective has changed.schemesBriefA combination of one or more multiplechoice and free response questions wouldbe most effective. These can be used totest knowledge or to understand opinions.Some examples are given on the right. 71

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METHOD 14 SMS HELPDESK keywords interactive learning, lifelong learning, evaluation tool stages before F2F + after F2F requirements SMS overview During a F2F session there is plenty of opportunity for participants to share their doubts and raise any queries that they have, however this becomes more difficult during a distance learning experience, especially one that is not facilitated by an e-learning environment. Moreover, even those participants who are able to take part in an e-learning phase of a blended course may not have consistent access to a computer, the internet, or electricity. Therefore it can be of great value to participants to be able to simply ask specific questions and receive answers by SMS during a period of self-study at a distance. The trainer, a group of trainers or even other participants could then address the queries, providing answers or examples that may help with their understanding. Popular queries can help trainers to understand the areas of their training that are not clear and thus improve their material iteratively, and they could also forward on key Q&As to the whole group of participants when a common doubt is identified.74

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step by stepimplementation “Send your questionsbefore + after F2F and receive an answerThe trainer should make participants within 48 hours”aware of the possibility to ask questionsby SMS, giving them instructions on whichnumber to contact and the expectedturnaround for receiving replies (forexample within 48 hours). SMScustomisationto my.coopThis is a general method that can beoffered to participants of the my.cooptraining where there are resourcesavailable for responding to queries. 75

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METHOD 15 MOBILE POP QUIZ keywords interactive learning, lifelong learning, evaluation tool stages after F2F requirements SMS overview In order to support participants in their ongoing learning following a F2F session, the trainer can conduct Mobile Pop Quizzes to test their understanding of concepts. These quizzes can be conducted informally in a fun way, with questions sent to participants without prior warning and giving them the option to participate or not. Alternatively the quizzes can be scheduled and with mandatory participation, giving the participant time to prepare and with a formal assessment. Multiple choice or open questions can be used depending on the concepts that the trainer wishes to test. Providing participants feedback on their performance in quizzes can help them to manage their programme of self-study, knowing when they are ready to move on to the next topic and which topics they need to spend more time studying. Analysing the results of the quizzes can also help trainers to understand the areas of their training that are not clear and thus improve their material iteratively. They could also forward on clarifications of ‘problem topics’ to the whole group of participants when a common misunderstanding is identified.76

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step by steppreparation “Test your knowledge!The trainer should firstly identify the Text your answer - A,topics that they wish to assess and decide B, or C - to see if youwhether to use multiple choice or open are correct”questions.Note that multiple choice questions withpossible ‘A’, ‘B’ or ‘C’ answers allowparticipants to give several answers in oneSMS. for example ‘B, B, A, C, A’. SMSimplementationafter F2FThe trainer should send participantsquestions by SMS, giving them instructionson how to send their responses and theexpected turnaround for receiving theirresults (for example within 48 hours).When providing students with their results,care should be taken to offer motivationand feedback.Where correct answers provided, studentsshould be congratulated and more customisationinformation can be given regarding theanswer if desired, for example: to my.coop// ‘Well done! A is the correct answer. Didyou also know that...’ This is a general method that can be// ‘Congratulations! Your answers were offered to participants of the my.coop100% correct. You’re ready to proceed to training where there are resourcesthe next chapter of the training.’ available for sending questions and responding to the answers received.On the other hand, if participants give awrong answer, they should be informed ofthe correct answer with an explanation.// ‘Thanks for taking part in the quiz! Thecorrect answer was in fact A, because...’// ‘Thanks for taking part in the quiz! Yourscore was 40%. Keep studying this chapterfor now and you’ll have another chance tocomplete the quiz later.’ 77